Conference Proceeding: A Study on the effectiveness of Blended Learning (original) (raw)
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A STUDY ON THE EFFECTIVENESS OF BLENDED LEARNING
The aim of the study was to investigate the effectiveness of blended learning in the study of business studies as related to the Learning Management System (LMS) in a University College. The study was conducted with a view to assess the effectiveness of blended learning that has become a buzz word in the academic environment. The study further tried to assess how the Learning Management System helps in this popularity of blended learning. A questionnaire with 27 (twenty seven) items was designed to evaluate the aspect of blended learning distributed to 34 students registered for Business Studies, while an online questionnaire with 18 (eighteen) items designed and surveyed by the Centre for Instructional and Technological Support (CITS) hosted online accessed by 180 students was used as secondary data to assess the way the LMS aids blended learning. Findings on how effective blended learning is in making students active learners in the study of business study showed that blended learning is very effective in accomplishing this goal. The students' attitude toward blended learning is positive i.e. they have a good perception of the concept. The learning management system definitely aids blended learning. Recommendations were made for future research.
Research in Learning Technology, 2011
Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising resistance of faculty often emerge at delivery level. This paper explores adoption of blended learning practices in a Business School at a university in the United Kingdom. Based on the interviews with a purposive sample of 16 academic staff members delivering 36 business modules, this case study explores the concept of blended learning from the academic staff's perspective. A typology of three distinct approaches to blended learning-'Technology is all', 'Bolt-ons' and 'Purely pedagogic'emerged from the data extending understanding of blended learning practices. A team of three researchers conducted the study. Two of the researchers were academic staff members from the Business School and one researcher was an academic staff member from another faculty within the same university.
Key Issues of Introducing Blended Learning in Higher Education
In the paper, some study results of the key factors that have impact on acquired knowledge in a blended learning course are presented. The study derives from two groups of research activities the results of which are presented in the paper -the research on student dropout and research on learning outcomes. The experience of e-learning implementation in a business school in higher education is included in the research as well. The research is based on nine hypotheses about the impact on student success in a blended learning course. An e-learning course is considered successful if students gain more knowledge than they do in a traditional course.
2017
Blended learning has become an important trend in undergraduate and postgraduate studies. Starting Fall 2016, blended learning was introduced for the first time in five different courses in the Business School at a private University in Puebla, as part of the criteria for the new educational model that will start operating in Fall 2017. The same five courses were taught using blended learning and traditional teaching. A field study was conducted to determine students’ opinions in regard to different teaching approaches, so as to determine whether blended learning was more attractive and interesting for students, and to obtain general information related to the advantages and disadvantages that students found when blended learning techniques were introduced in their courses. An additional study was conducted with business school professors based on their use of technologies for teaching and learning. Additional studies were conducted to compare final evaluations of blended learning a...
Evolution of Blended Learning and its Prospects in Management Education
International Journal of Professional Business Review, 2022
Purpose: The objective of this study was to identify the profile of academic research on blended learning in the world and propose a research agenda for the topic. Theoretical framework: Recent literature has reported good results in both student performance and satisfaction in blended learning (Dziuban et al., 2004). However, there is still much to investigate and learn about BL because it is a recent development. Design/methodology/approach: We analysed the profile of international publications on blended learning in management and business from 2001 to 2021. We identified when, who, where and what was published on the subject, singling out the authors and journals with the greatest impact based on the h-index and CiteScore (Scopus), as well as exploring the cooperation between countries. Findings: The volume of research has been increasing over the past twenty years, although there are only a few authors, institutions and reference journals contributing to the topic’s consolidation and the countries conducting the most joint research in co-authoring networks account for the largest volume of publications, authors and impact journals. Research, Practical & Social implications: We suggest a future research agenda and highlight the contributions made to executive and management education. Originality/value: The results indicate that the number of publications is growing, and the management and business area is the one that contributes the most, with the countries that produce in co-authorship also providing the most publications.
EXPLORING THE SIGNIFICANCE OF BLENDED LEARNING IN A HIGHER EDUCATIONAL INSTITUTION
i-manager's Journal of Educational Technology (JET), 2024
The study explores the significance of blended learning in higher education, particularly at Ravenshaw University in India. It aims to investigate the effectiveness of blended learning during the COVID-19 pandemic, its impact on the learning process, its suitability for large student groups, and the role of online resources. The study employs a purely qualitative approach and utilizes a descriptive survey design to understand the effectiveness of blended learning as perceived by postgraduate students of Ravenshaw University in their learning process. A sample of 40 students was purposively selected for this study. Data collection involved the use of an open-ended questionnaire, which was analyzed through thick description. The results highlight the adaptability and transformative potential of blended learning, particularly during crises, while also identifying challenges such as the need for basic technical knowledge. The study emphasizes the necessity for institutions to invest in infrastructure, address equity and accessibility concerns, and prioritize faculty development to effectively integrate blended learning into higher education. Embracing blended learning offers an opportunity to create a more inclusive, innovative, and resilient learning environment. However, sustained investment in infrastructure, resources, and professional development remains essential for its successful integration.
Blended Learning in University Education
Humanities & Social Sciences Reviews
Purpose of the study: The article brings forward the definition, based on the analysis of both domestic and foreign scientists’ views; structure components of blended learning with account taken of university-specific character. Methodology: Blended learning process is presented as a model consisting of 9 successive stages, each of them represents a logical sequence of measures ensuring the dynamics of system development. Results: The developed by the author model result in the recommendation to proceed to “blended learning” which is conceptually based on the constructive potential of a teacher, on searching ways of its building on the basis of communicative, person-centered and interactive approaches, increasing organizational changeability of the educational environment. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Blended Learning in University Education is...
Blended learning in Higher Education: different needs, different profiles
Proceedings of the 4th International Conference on Software Development For Enhancing Accessibility and Fighting Info-Exclusion (Dsai 2012), 2012
The use of technology can be seen as an innovative challenge to restructure the teaching-learning process and integrate ICT in independent, collaborative and interactive work. The thoughts of 32 teachers and 36 students vis-à-vis a Course Management System from five undergraduate courses were analysed. A systematic content analysis was merged with a multivariate analysis. The results seem to reveal 4 profiles of teachers (i.e., activities-oriented, interaction-oriented, assessment-oriented, and collaboration-oriented) and 3 profiles of students (i.e., interactive learning environment-oriented,-oriented, training-oriented). A proficient LMS seems to require human resilience and versatile to the needs of all users.
Blended Learning in Higher Education : An Overview *
2016
Blended learning is an innovative approach in creating motivating and meaningful learning experiences to fulfil learner's technological demands in the rapidly changing electronic era. Recognizing the emerging implementation of this learning method, this study explores the definitions, the rationale, past studies, the importance as well as the drawbacks, the issues arising and the suggestions in achieving a successful blended education implementation in higher education settings. From this study, we found that blended environment encourages the foundation of creating independent learners with reasonable critical thinking skills that are valuable for the current working environments. Blended learning is also a solution for classroom insufficiencies as well as teaching and learning flexibility. Nevertheless, not all the courses in higher education settings could apply the blended learning. Therefore, options should be given to the learners by the institution's administrator to ...
BLENDED LEARNING IN HIGHER EDUCATION: A VIEW FROM WITHIN
Today’s world is completely engaged in a new type of revolution: the digital one. Higher education is one important field which can benefit from the advent of digital technologies. Blended learning has emerged as a groundbreaking concept, which combines the student’s traditional learning experience with the support offered by the computer, the teacher guiding him all the way. The mission of Adapt2jobs, a project developed with the help of the European Union’s structural funds, is to create a learning platform, where seven traditional courses from three distinct fields of study, developed by experienced academics according to the labour-market requirements, have been transferred to the digital medium by ICT (Information and Communication Technology) specialists. The project is intended to implement a piloting programme, which involves 210 students enrolled at the seven courses, and, eventually, to measure learning effectiveness by means of the tools developed as part of the learning platform. A research methodology has been designed in order to assess the overall learning experience of the students involved in the project, and, thus, to provide valuable insights to teachers, who are given the opportunity to enrich their teaching methods and teaching philosophy, and to make them able to adapt to new ICT technologies in education. The feedback from students is collected with the help of two online evaluative surveys: a general one applied prior to Adapt2jobs learning experience, and a specific one, tailored for each course, applied at the end of the piloting stage. This allows us to make a comparative analysis between the students’ expectations and their previous learning experience, which is mainly traditional, and the new type of learning experienced during the piloting months. Data collection is made via LimeSurvey, a digital open source which will assist us in interpreting students’ responses. The survey variables have been selected to describe the students’ past experience in using computer and online learning materials, to explore their perception of learning effectiveness on a personal level, and, on a more general level, to compare traditional learning with blended learning. The paper’s aim is to analyse the preliminary results available for the two surveys and, thus, to evaluate the implementation scheme proposed by the project and, therefore, the effectiveness of technology-mediated instruction.